Collaborative Planning Form

Media Center Collaboration Form(To Be Filled Out By Teacher With Librarian)


Teacher Name:Charlotte Odom
Date(s) / Period(s) Scheduled:
Course Name &/Or Grade Level(s): 5th Grade AVID (How about just choosing one class here... I put AVID in our scenario because I know that in AVID/Vanguard/College Readiness Classes, students will be doing a plethora of things they would not necessarily get to do in a regular reading or history class. In this way, they can pull from aspects of both of those classes here)
Number of students involved: 20 Timeline:Three Days (45 minutes each)
Unit Title project supports: Revolutionary War
TEKS supported by this lesson:
§113.16. Social Studies, Grade 5,
(b) Knowledge and skills.
(1) History. The student understands the causes and effects of European colonization in the United States beginning in 1565, the founding of St. Augustine. The student is expected to:
(A) explain when, where, and why groups of people explored, colonized, and settled in the United States, including the search for religious freedom and economic gain;
(2) History. The student understands how conflict between the American colonies and Great Britain led to American independence. The student is expected to:
(A) identify and analyze the causes and effects of events prior to and during the American Revolution, including the French and Indian War and the Boston Tea Party;
(C) summarize the results of the American Revolution, including the establishment of the United States and the development of the U.S. military.
§110.16 Language Arts and Reading, Grade 5,
(b) Knowledge and skills.
(23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:
(A) brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic.
§110.10 Reading and Comprehension Skills, Grade 5,
(C) Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions)


Expectations for Classroom Teacher: The teacher is expected to provide students with a KWL Chart, Visual Presentation Choice Board, and both an Evaluator and Self-Assessment/Teacher Rubric appropriately throughout the course of the lessons. In addition, before library research is conducted, the teacher is expected to have successfully created a motivation for learning by reading The 18 Penny Goose by Sally Walker as an anticipatory set to researching aspects of the Revolutionary War. Furthermore, the teacher is responsible for creating student groups and assisting with monitoring groups throughout the research process. At the completion of the project, the teacher is also expected to complete the Library Collection Evaluation Form as closure of the collaboration process.


Expectations for Library Media Specialist(s): The librarian is expected to provide the collaborative planning form and schedule the initial time of planning with the teacher after the teacher has asked for help. In addition, the librarian is expected to pre-evaluate both print and online resources with the teacher before students arrive at their scheduled time in the library, making sure that all equipment is available for use and suitable for student and teacher needs as well as provide extra materials needed such as paper, pencils, highlighters, note cards, etc. Furthermore, the librarian is expected to briefly review "The Big 6" research steps with students as well as make students cite resources correctly and contribute to lessons as a coteacher, helping monitor groups and being a close available resource while students are gaining exposure to utilizing the library as a research environment.

Attach a copy of the assignment given to the students, or describe the assignment in detail:

Draft:

Assignment_3.3_Scenario.docx

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Final product required of the students: Students will present their findings formally to the class.

Special Requests (specific types of books, magazines, using electronic resources such as the Internet, orientation as lead in to lesson, etc.): Internet access for students, books concerning the Revolutionary War

• _Reserve materials
• _Notification to Public Library
• YES_Books from local collection
• YES_Internet resources
• _Books from ILL
• _Database Use Which ones?
• YES_Computer use/Printer use

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Library Media Collection Evaluation Form (To be filled out after lesson)

Lesson Title:

TEKS Objectives:

Goal:

1=poor; 2= below average; 3=average	4=above average; 5= excellent
Variety of media (print & non-print)	1 2 3 4 5
Materials are current (as required by topic)	1 2 3 4 5
Materials are relevant	1 2 3 4 5
Materials are in acceptable condition	1 2 3 4 5
Enough material available for # of students	1 2 3 4 5
Materials span reading/viewing/listening levels of students	1 2 3 4 5
	1 2 3 4 5
Average of Above Ratings

Deficiencies in Materials Noted:

Activities:

Evaluation:

Notes and comments:

Relevance to Student's Lives: After this lesson, students will have a greater understanding of our country and the founding fathers. Students will be able to have a greater appreciation for their freedom in America. In addition, students will able to increase their comprehension of the setting and characters of the novel and make connections between time periods of then and now as well as between characters within the story in relationship to their own lives and purpose.

Responsibilities for gathering or creating resources: Teacher = 18 Penny Goose by Sally Walker (which will be read in class) Evaluator Slip, KWL chart, Visual Presentation Choice Board, Reflection Questions and Cues, Self-Assessment/Teacher Rubric, class set of The Storyteller by Patricia Reilly Giff, (We can assume that the book room has the class set of Storyteller and I will upload the KWL chart, Evaluator Slip, and Choice Board, but I think in a typical situation wouldn't teachers provide these elements? I shifted this down based on what I've experienced in the past, but feel free to change it back if you want to) Librarian = possible extra copies of The Storyteller, other nonfiction books about the Revolutionary War

Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:

The teacher is responsible for creating student groups and assisting with monitoring groups throughout the research process.
The librarian is expected to briefly review "The Big 6" research steps with students as well as make students cite resources correctly and contribute to lessons as a coteacher, helping monitor groups and being a close available resource while students are gaining exposure to utilizing the library as a research environment.

Technology Tools Intergration: Students will be using computers with internet access to research certain topics of the Revolutionary War

Materials: Student Computers, Paper, Pencils, Highlighters, Note cards, The Storyteller by Patricia Reilly Giff (class set), and 18 Penny Goose by Sally Walker, nonfiction books about the Revolutionary War

Teacher Resources:
Cornell Note KWL Chart:

Visual Presentation Choice Board:

Evaluator Slip (Each sheet makes 6 squares):

Reflection Questions and Cues:

Self-Assessment/Teacher Rubric: